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Flipping and BlendingAn Action Research Project on Improving a Functional Programming Course

Flipping and BlendingAn Action Research Project on Improving a Functional Programming Course This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environmentflipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students amount of practice emerged while subsequent challenges relating to students independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students views, teacher narrative, and students study activity data. By this third research cycle, we found that (i) the call for explanation is an apt conceptualization for supporting independent work, and in particular for the design of learning materials; (ii) use of student-selected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work; and (iii) students greatly appreciate the high degree of flexibility in the course arrangements but find that it causes them to slip from their goals. The project has improved our understanding of a successful implementation of the target course based on group work and learning materials in the context of independent study, while the attribute of flexibility revealed a contradiction that indicates the need for further action. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Flipping and BlendingAn Action Research Project on Improving a Functional Programming Course

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2016 ACM
ISSN
1946-6226
eISSN
1946-6226
DOI
10.1145/2934697
Publisher site
See Article on Publisher Site

Abstract

This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environmentflipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students amount of practice emerged while subsequent challenges relating to students independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students views, teacher narrative, and students study activity data. By this third research cycle, we found that (i) the call for explanation is an apt conceptualization for supporting independent work, and in particular for the design of learning materials; (ii) use of student-selected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work; and (iii) students greatly appreciate the high degree of flexibility in the course arrangements but find that it causes them to slip from their goals. The project has improved our understanding of a successful implementation of the target course based on group work and learning materials in the context of independent study, while the attribute of flexibility revealed a contradiction that indicates the need for further action.

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Sep 29, 2016

Keywords: Action research

References